Decimals for Tenths & Hundredths

MathematicsFractionsAges 9–10

Use decimal notation for fractions with denominators 10 or 100; read and write decimal numbers as fractions (e.g. 0.62 = 62/100, 0.71 = 71/100)

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Teaching Table

Set out your lesson

Connect tenths and hundredths to decimal notation, keeping the whole fixed.

Activity

Check the learner can partition one whole into ten equal parts and explain that ten hundredths make one tenth. If not, return to mt_NaqEP8xDhZ or an equivalent concrete activity. Source presence is not learner readiness.

Policy

Check learner readiness directly; prerequisite availability is not attainment.

Materials

Pencil and plain paper, or this screen and an oral explanation. No purchases, food, scissors, weighing or real journey needed.

Procedure

Choose one short sitting or stop after Together and return later. Read the model aloud, invite the learner to try, then put Show and Together aside for Try. Keep adult keys closed and out of view.

Access

No printer: show only the active learner sheet; copy the supplied grid/table or draw on plain paper. An adult may read exact prompts or scribe the learner’s own words without adding a method; record that support. Oral work is mathematical evidence, not handwriting evidence.

Privacy

Use fictional quantities. No names, addresses, body measurements, accounts, family records or purchases are required. A learner can pause or decline a context.

Teaching Procedure

Ask what stays the same, which unit is being counted, and what operation fits. Let the learner explain before helping. If stuck, return to the worked model, then retry; record the help rather than calling it independent.

Use fictional quantities. No names, addresses, body measurements, accounts, family records or purchases are required. A learner can pause or decline a context.

Record actual responses, access mode and assistance; never invent observations or infer mastery.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.

Teaching limits and safe use

These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.

Finite task opportunities do not establish general mastery. Exact canonical examples are rehearsal when previously modeled. No timed testing or forced personal disclosure.

Use fictional quantities. No names, addresses, body measurements, accounts, family records or purchases are required. A learner can pause or decline a context.

Record actual responses, access mode and assistance; never invent observations or infer mastery.

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Connect tenths and hundredths to decimal notation, keeping the whole fixed.

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Learning resources

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Check understanding

Rewrite 0.62 as 62/100
Write 3/10 as 0.3 and locate on a number line
Read 0.07 and express as 7/100

“If your child sees a price tag showing £0.65, can they rewrite it as a fraction — and go the other way, turning 47/100 into a decimal?”

Curriculum record

Type: Procedural
Subject: Mathematics
Domain: Fractions
Age range: Ages 9–10